A whole-school evaluation of the Ursuline Secondary School was undertaken in January 2008. This report presents the findings of the evaluation and makes recommendations for improvement. During the evaluation, the quality of teaching and learning in five subjects was evaluated in detail, and separate reports are available on these subjects/programmes. (See section 7 for details). The board of management was given an opportunity to comment in writing on the findings and recommendations of the report; a response was not received from the board.

Introduction

The Ursuline Secondary School, under the trusteeship of the Irish Ursuline Union, is an all-girls voluntary secondary school with a strong Catholic ethos. It is proud of its educational tradition as the oldest girls’ secondary school in the country. The school began as a boarding school, making the transition from having boarding and day students to having day students only in the early 1980s. The school was founded in Cork city in 1771, transferring to Blackrock in 1825. The present school was built in the same grounds in 2002 and provides a bright, airy and attractive learning environment for students. Most students are from the local catchment area and represent a broad range of socio-economic backgrounds. The school has, in all, nine feeder primary schools, the main one being the adjacent Ursuline primary school, Scoil Ursula. The current number of students attending the secondary school is 323, which is a slight decrease on previous years’ enrolment.

1. quality of school management

1.1 Characteristic spirit of the school

The school is based on the Ursuline educational philosophy which is dedicated to the formation of young women in the spirit of St Angela Merici, the founder of the Ursuline congregation. Ongoing emphasis is placed on ensuring that all teaching and non-teaching staff, students and parents are made aware of the values which are inherent in this philosophy. The school’s comprehensive mission statement, which is clearly written down and communicated to the school community, emphasises the importance of responding to the needs of each individual student and of challenging each student to reach her full potential at all levels, in partnership with staff, students, parents and members of the local community. The Ursuline Secondary School welcomes all students who wish to enrol. During the evaluation, both students and parents highlighted the diversity of the school population as one of the school’s strengths.

It is to be commended that over the years the school has adapted to the changing needs of its student cohort by introducing programmes such as the Transition Year (TY), the Leaving Certificate Vocational Programme (LCVP) and the Leaving Certificate Applied (LCA) programme. These complement the Junior Certificate and Leaving Certificate programmes and are now well established within the school. The school is included in the Delivering Equality of Opportunity in Schools (DEIS) initiative and the School Completion Programme (SCP) and is currently negotiating inclusion in the Junior Certificate School Programme (JC

1.2 School ownership and management

The trustees play an active role in supporting the school community. The Ursuline Union has made available the services of an education officer who supports the work of the school, and workshops are provided for principals, teaching staff, and members of the board of management. New staff members and students are given a copy of a document outlining the religious and educational philosophy of the Ursuline Schools and leadership training is provided for a selected number of fifth-year students who form the student council. The principal reports regularly to the trustees on school matters. The trustees’ supportive role during the planning and building stages of the new school building was acknowledged by the board of management.

The board of management is appropriately constituted, with four trustees’ representatives, two representatives from the teaching staff and two representatives from the parents’ association. The principal acts as secretary to the board and the deputy principal acts as recording secretary. Although a new board was appointed in September 2007, some of the board members have been long-serving members. Training opportunities have been availed of by all members, who are aware of their statutory obligations. The board meets monthly and draft minutes of meetings are supplied to each member of the board, with agreed summaries being provided for teaching staff and the parents’ association through their representatives on the board. A sub-committee of the board deals with financial matters and reports back regularly to the board. Between meetings, the chairperson of the board communicates regularly with the principal as needs arise.

Communication with the parent body is through the parents’ association and, while all parents receive a yearly newsletter from the school, the board of management does not report to the general parent body. It is recommended therefore that the board consider issuing an annual report to parents, staff and students, in line with Section 20 of the Education Act. As mentioned in documentation produced by the trustees relating to the context in which school policies are implemented, it is recommended that ‘procedures be established by the board to send an annual report to the trustees, parents, staff and student council on the operation and performance of the school in any school year, with particular reference to the achievement of objectives as set out in the school plan’.

The stated priorities of the board are to maintain and enhance the teaching and learning environment and to respond appropriately to curriculum developments and social change with an emphasis on the individual student’s needs. The principal reports to the board on school development planning activities and members of the board have been actively involved in policy development and review, which is seen as a priority for the board. Policies ratified by the board include policies relating to anti-bullying, dignity in the workplace, discipline, job sharing, child protection and safety. Work is currently being carried out on an admissions policy and an attendance and participation policy which are both in draft form. Draft documents were drawn up by a representative group of some members of staff, parents and the board of management and comments invited from the partners. It is hoped that these policies will soon be finalised and ratified by the board. It is suggested that, when ratifying policies, the board should put the date of adoption on such policies as a means of assisting the school in identifying what may need to be reviewed and updated. It is envisaged that the student body will have some involvement in the development of relevant policies in the future and this is strongly encouraged. As no policy has yet been developed regarding the provision for students with special educational needs within the school it is recommended that this be addressed as a matter of some urgency and that the drafting and development of such a policy should involve the collaboration of all of the partners. Whole-staff involvement should be an important element of this collaborative process. Further recommendations regarding legally required school policies are given in Section 2.

1.3 In-school management

The principal and deputy principal, who have spent many years working in the school, both show commitment and dedication to their work. They work well together and, between them, undertake most of the duties involved in managing the school. Among other tasks, the deputy principal attends to many of the pastoral care and discipline matters in conjunction with the year heads who each have responsibility for a particular year group. Both are involved in their respective professional organisations and attend professional development courses regularly. The principal chairs the local School Completion Programme committee which meets regularly.

Seven assistant principals and eight special-duties teachers carry out post holders’ duties which relate to the needs of the school. A whole-staff review of the roles of post holders took place in 2003 and the resulting duties were decided by staff and management. It is recommended that an annual review of such duties be carried out to ensure that the changing needs of the school are being met. Year heads are all assistant principals and their role is clearly defined and documented. A meeting of assistant principals is held once every week when issues such as discipline and pastoral care are discussed. The assistant principals and special-duties post holders contribute positively to the life of the school by undertaking a variety of duties very effectively. However it is felt that their role as part of the middle management structure of the school is not fully utilised and could be enhanced and developed. In the revised in-school management arrangements, agreed for all schools in 1998 (DES circular 4/98), there is an implicit recognition of the need to share leadership, managerial and administrative duties across members of the school teaching staff. While it is evident that post holders do play a role in supporting school management, the school is urged to facilitate the further development of leadership roles among members of staff. Empowering the whole staff to play a greater role in the decision-making processes of the school would greatly benefit the future development of the school. It is therefore recommended that the role which members of the teaching staff, and in particular those in middle management, can play in helping to achieve the aims of the school be prioritised for discussion. This discussion should afford an opportunity for all involved to review the effectiveness and clarity of communications within the school, as it is felt that more formal structures are needed to ensure open and effective communication between management and staff.

Staff meetings, which are chaired by the principal, or deputy principal in her absence, are held once a month, and at the beginning of the school year dedicated time is given to subject planning. Whole-staff professional development is, commendably, provided on a regular basis and recent inputs have included presentations on assessment for learning (AfL) by the NCCA, how to assist students with dyslexia, challenging behaviour, SDPI workshops on school development planning including subject planning, workshops on subject-related improvement of literacy and numeracy and work on intercultural education. Such an emphasis on providing practical support for the core activities of teaching and learning within the classroom is to be commended.

A copy of the code of behaviour is given to all new students and their parents, and widely disseminated within the school. A system of discipline report cards is in place, the result of discussion and deliberation among staff and management. It is seen as important that this is regularly evaluated and reviewed and this is encouraged. It is important to continue to ensure that all staff, parents and students have an input and that it is implemented in a consistent manner at whole-school level. Revised procedures for recording of attendance and punctuality have been put in place and a morning and afternoon roll call help to ensure that close monitoring of this is in place. Close contact with the Education Welfare Officer (EWO) helps to implement follow-up procedures where parents are contacted.

The school recognises the value of affirmation of students. Students’ achievements and efforts are applauded through an annual awards night and are affirmed at a daily whole-school assembly. This assembly provides an excellent opportunity to expand on the positive discipline strategies which are being investigated and implemented within the school. It is suggested that the school consider the wider application of a short-term reward system for attendance and punctuality, such as that which is in place for LCA students, as this seems to be working well.

The school has a home-school-community liaison (HSCL) teacher who works very closely with the families of students who are experiencing difficulties. She acts as the link between school and home, together with the principal and deputy principal, and meets regularly with a cluster group in the area. The student journal is used by teachers and parents as an effective way of maintaining communication between school and home. It provides a record of homework and academic progress and also contains a copy of the school rules and a homework/study plan for the information of both students and parents. Parents are kept regularly informed about their child’s progress through annual parent-teacher meetings and regular students’ reports. Should the need arise throughout the year, parents are contacted by the principal, deputy principal or year head. Letters are sent home when parents need to be informed about school matters. If parents wish to meet any teacher, they are facilitated to do so at any time by making an appointment through the office.

The parents’ association, which was reactivated fourteen years ago, is very supportive of the school and contributes to school life in many ways. It sees its role mainly as supporting the school through fundraising and helping to organise parents’ evenings such as open nights and award nights. It has also been involved in contributing to policy development in the school, such as the mission statement and the code of behaviour. It is recommended that this latter role be written into the Constitution of the Parents’ Association as one of the main aims and functions of the association. The commitment of members of the association was commended as management expressed great appreciation of their contribution to the life of the school over the years. One of the student prizes at the annual awards ceremony is sponsored by the parents’ association. Communication with the general body of parents is maintained through newsletters and notices given to the students to bring home. Meetings of the parents’ association are usually held twice per term, with extra meetings being held when special events, such as a recent successful fashion show, are being organised. The principal attends most of these meetings. While it was decided that the association would not become affiliated to a national body, it is suggested that some lines of communication be maintained to keep informed about national developments.

It is commendable that school management maintains regular contact with relevant external agencies and is proactive in accessing their support for students who need it. As a participant on the School Completion Programme the school has access to the support of tutors and psychologists who attend the school regularly for the sixteen students who are involved in the scheme. The school is also part of the UCC Plus programme which offers a wide range of supports to students. A visiting teacher for travellers (VTT) visits the school regularly and remains in contact with the students and their families to offer support and advice. Contact is also maintained with the Special Educational Needs Organiser (SENO), the Education Welfare Officer (EWO) and the National Educational Psychological Service (NEPS) psychologist.

A group of fifth-year students each year receives special training in student leadership and form the Meitheal group. They make a valuable contribution to the life of the school by, for example, creating a welcoming and friendly environment for first-year students in the school and, from time to time, organising activities at lunchtime for the younger students.

The students’ council in the Ursuline School is one of the longest established student councils in the country. It is made up of fifth-year and sixth-year students who are selected through an interview process and a training course in leadership is provided for the members of the council. They make themselves known to the other students in all class groups so that students can approach them with any matters they wish to bring to their attention. The girls meet once a month, with a member of staff monitoring and supporting their work. Minutes are kept of their meetings and are written up by the member of staff. It is suggested that the students themselves should elect a secretary who would be responsible for the writing up of the minutes. They act as ‘buddies’ to junior students and bring student issues to the attention of management. In recent times they have been proactive in implementing a more efficient way of organising school lunches. The current members of the council who were interviewed as part of the school evaluation process are to be commended for their commitment and responsible approach to their work on the council. Their willingness to give an input into school life and to help the student body is commendable. They see monitoring for possible bullying as part of their role and take this very seriously.

While it is commendable that the school has a students’ council, it is suggested that ways of including representatives from each year group might be explored in the near future. One suggestion which might be considered could be the organisation of students’ council elections as a CSPE action project with one or more junior class groups, thereby undertaking a useful action project for examination purposes, as well as contributing to the broadening of students’ council membership. The recommendations and guidelines contained in the Second Level Student Councils Resource Pack (National Children’s Office, January 2006) provide very useful information regarding the role, election of, and suggested activities for, a students’ council. In the meantime, as individual class groups do not have a representative on the council, it would be of benefit to have a notice board or some other formal means of communicating information to the general student body.

1.4 Management of resources

Twenty-nine teachers, including the principal, are employed by the school and twenty-two of these are employed in a permanent whole-time capacity. The school employs some additional teachers on a part-time basis to fulfil needs of the school as they arise. The non-teaching staff members, most of whom have been with the school for many years, are very welcoming and supportive of staff, students and visitors, as was witnessed during the evaluation. The full-time caretaker plays an important role in the up-keep of the school building and in ensuring that the facilities are fully operational. New teachers and post-graduate diploma in education (PGDE) students are given an introductory information session by the deputy principal and provided with relevant documentation including discipline procedures and the code of behaviour. It is suggested that the creation of a staff handbook containing relevant information, including school policies, would be of benefit, not only to new staff members, but to existing staff members.

The school building provides a very attractive learning environment for its students. It is very well kept and in excellent condition and for this, much credit is due to both staff and students. A system of recycling is well established in the school. The excellent facilities include: a fully equipped sports hall, including shower facilities, with a stage and a gallery area; three specialist science laboratories with two storage areas; a demonstration room which seats up to sixty people; two very well-equipped home economics kitchens with a dress design room; a computer room; a multi-media laboratory which serves as a second computer room; a lap-top room; a general purposes area with canteen; a cleverly designed music room which is in the shape of a grand piano; a bright and spacious art room with a kiln and extractor and with sufficient room to display the students’ art work; a guidance suite with an office, a display area and classroom; a library; a staff room with computer access for teachers; a meditation room and various offices for the HSCL, the principal, deputy principal and administrative personnel. There are plans to develop the library and in-service is planned for the post holder who has responsibility for the library. This is strongly encouraged as this would prove to be an excellent facility for students. It was noted during the evaluation that the corridor is used from time to time for teaching purposes and this is considered unsuitable, particularly when used for students with special educational needs. It is strongly recommended that the school provide a dedicated special educational needs room where teaching can be carried out without interruptions and a bank of teaching resources can be stored and shared among the team of teachers. All areas of the school apart from the gallery area above the sports hall are wheelchair accessible. The school has made great efforts to accommodate students with physical disabilities by providing a specially designed bathroom and rest area.

Each teacher has his or her own classroom which is of great benefit to the teaching and learning processes. This enables teachers to create a rich environment for the teaching of their subjects, with displays of subject-related pictures and posters, where students’ work can be displayed and with immediate access to resources. Teachers have made excellent use of this. Impressive examples of students’ work, such as history projects and works of art, were in evidence during the evaluation. All classrooms are equipped with whiteboards, and computers are permanently in place in the science laboratory and the specialist computer rooms. Information and communication technologies (ICT) can be accessed by students in non-specialist classrooms during lesson time by booking one of the computer rooms or by reserving a mobile IT unit from the store room to wheel into the classroom. Teachers have access to ICT in the staffroom, the library and in the specialist computer rooms. Wired broadband provides access to the internet throughout the school. As there is scope for the further development of ICT in the classroom, it is recommended that, over time, management aim to install a computer and a data projector in all classrooms. This would give teachers the opportunity to avail of the growing range of resources and software in the teaching of their subjects. This could be developed in tandem with in-service courses provided for teachers who wish to further their expertise in ICT. The school has an internal intranet where all teachers have their own secure files. School reports are completed using ICT. The school does not at present have its own website and it is suggested that it would be of benefit to the school to consider developing one. Representatives of the parents’ association felt that this could provide a means of publicising the school’s achievements and range of activities, and provide information about the school for potential students and their parents.

Overhead projectors are available in the store room and it was good to note that some projectors were in situ in classrooms. It is reported by management that all language teachers have been provided with their own tape recorders/CD players. Given the importance of aural practice in the teaching and learning of languages, it is good practice that each teacher of languages should have a tape recorder/CD player permanently in his or her classroom so that it can be available for use during all lessons. Subject departments do not have a regular budget for purchasing teaching resources but put in requests for resources as needs arise. It is suggested that a regular budget could be considered by management to facilitate the purchase of resources from year to year, or that subject departments should present a ‘wish list’ at the end of the school year, listing the resources needed for the following year.

The school’s outdoor sporting facilities are excellent. They include a full-sized floodlit astro-turf pitch, three astro-turf tennis courts and an outdoor hardcourt area. It was good to see that these facilities are used in the evenings by local community groups. Within the school building, the different year groups have separate designated dining areas, with third-year and second-year students sharing the general purpose room and sixth-year students having their own area complete with microwave. The sixth-year students also have their own separate courtyard area to have lunch when the weather is fine. The gallery attached to the physical education hall is used for first-year students.

Evidence of students’ achievements, past and present, in a variety of academic, co-curricular and extracurricular activities can be seen by the posters and photographs, including some dating back to the early days of the school, which are displayed on the corridor walls throughout the school. Posters from past musicals are displayed outside the music room, records of sporting achievements near the gym and students’ participation in science competitions near the science area. Other photographs show evidence of students’ achievements in areas such as public speaking competitions, drama and charity events. Celebrating students’ achievements in this way helps to encourage the students’ ownership of and pride in the school. Works of art, including sculptures, have been brought from the old school to the new building, incorporating the tradition and history of the school into the new building. This helps not only to enhance the school environment, but to create an awareness of the school’s history.

2. Quality of school planning

2.1 The school plan

The school has availed of the School Development Planning Initiative (SDPI) support service to provide whole-staff in-service on subject planning and policy development within the school and this is commended. Work has also been carried out in looking at subject-related strategies to improve literacy and numeracy and this is a very positive step. A co-ordinator for school planning has been appointed and has been involved in the preparation of school policies. The subject planning process has been ongoing in the school for several years and good work has been carried out in developing subject plans for all subject departments. Recommendations for the further development of subject plans for the subjects which form part of this whole-school evaluation are included in the specific subject inspection reports appended to this report. These include further expansion and development of the existing collaboration evident among subject teams. It is recommended, because at present no subject convenors have been assigned, that the school consider appointing a member of each subject department to co-ordinate the planning process and that this role be rotated on a regular basis. This would also help to ensure that relevant documentation and in-service details are disseminated to all the team and that information gleaned at in-service courses can be shared with other members of the team. Time is allocated at the beginning of each school year for subject planning but, as many teachers are involved in several subject areas, this means, in practice, that quite often not all members can attend a full department meeting. It is therefore also recommended that management look at the possibility of providing more designated time during the school year for the purpose of furthering the planning process, to provide the time necessary for collaboration and discussion.

The school has in recent years developed and reviewed policies relating to the code of behaviour, anti-bullying, dignity in the workplace, job sharing, child protection and health and safety and this work is commended. Work is currently being carried out on an admissions policy and an attendance and participation policy which are both in draft form. Priorities currently highlighted by management include provision for students with special educational needs, the development of a guidance policy, a review of the accident-report form, a critical-incident policy planned in collaboration with other schools in the area, a data-protection policy, staff development and the introduction of the Junior Certificate School Programme (JCSP). The school’s health and safety policy is regularly reviewed. While safety policies are in place for the different practical subjects, good practice would dictate that input from the science, home economics and physical education departments should be included in the preparation of the school’s overall health and safety policy. The school plan also contains the school’s mission statement, a policy on the use of mobile phones and iPods, acceptable use of the internet, a draft relationships and sexuality education (RSE) policy, a student council policy, a substance use policy and the constitution of the parents’ association.

A review of the school’s admission policy is nearing completion and includes the mission statement of the school. Mention is made of ‘open communication’ with parents and information on the transfer of students with special educational needs is included. While recognising the very good practices inherent within the school regarding admission of students, some of the wording regarding the admission of students with special educational needs contained in the policy is at variance with recent legislation. It is therefore recommended that the wording of the admission policy be reviewed in light of the Education for Persons with Special Educational Needs (EPSEN) Act (2004). Further suggestions regarding this are included in the appended inspection report on Special Educational Needs.

Confirmation was provided that, in compliance with Post-primary Circulars M44/05 and 0062/2006, the board of management has formally adopted the Child Protection Guidelines for Post-primary Schools (Department of Education and Science, September 2004). Confirmation was also provided that these child protection procedures have been brought to the attention of management, school staff and parents; that a copy of the procedures has been provided to all staff (including all new staff); and that management has ensured that all staff are familiar with the procedures to be followed. A designated liaison person (DLP) and a deputy DLP have been appointed in line with the requirements of the guidelines.

Policies are drawn up by a representative group of some members of staff, parents and the board of management. Responses are then invited from the whole staff and the parents’ association. It is recommended that the role played by the whole staff in the preparation and review of policies be increased and that input by the whole staff at an earlier stage of the process be facilitated. It is important that all staff should feel they have a real input into the development of school policies. Mention was made in some of the school’s planning documentation of the need for a ‘communications and confidentiality policy’ so that clear lines could be drawn as to the communication of necessary information regarding students. This is an area which staff and management may find useful to clarify. Management is also encouraged to expand the involvement of the student body in this process. The forthcoming meeting between the board, the students’ council and the parents’ association regarding the admissions policy is welcomed. It is evident that policy development in the school is an ongoing process and it is commended that the review and evaluation of policies is seen as important.

In the further development of school policies, it is recommended that the board of management take steps to ensure that priority is given to the preparation and ratification of policies relating to students with special educational needs, whole-school guidance and pastoral care. It is also suggested that a time frame should be decided among staff for the completion of these policies. Although a discipline code /pastoral care policy has been prepared and is reviewed regularly, it deals mainly with the discipline processes of the school and does not reflect the system of pastoral care of students which is in place in the school. It is therefore recommended that a documented policy and programme for pastoral care be prepared to reflect the genuine care for students which is in evidence among staff. A programme for guidance has been prepared but there is need to develop this into a comprehensive whole-school plan for guidance, which would include details of areas of work, time allocations and resources. Further suggestions for the preparation of a guidance policy are given in Section 5 of this report. One of the priorities highlighted in the school’s planning documentation is ‘the consolidation and enhancement of the provision for students with educational needs’. Specific recommendations for the development of a policy in relation to the provision for students with special educational needs are also included in Section 5 of this report.

In recent years, much energy and time has been spent on the redevelopment of the site and the new school building and this has taken priority. It may now be an opportune moment for the whole staff to focus on the long-term vision for the school as part of the developmental aspect of school development planning. This process should highlight the current priorities and future needs of the school and should be a collaborative process, involving input from all of the partners and clarification of each individual’s role. Given that the care for individual students is paramount to the mission statement of the school, work on the above-mentioned prioritised policies, which will involve looking at the overall provision of care for all students, could begin by taking the vision for the school as a starting point. As review and evaluation of policies already form part of the school planning process, it is important to continue to evaluate and review outcomes of the overall developmental planning for the school. The importance of giving all of the partners a voice in this process is vital to its success.

3. Quality of curriculum provision

3.1 Curriculum planning and organisation

The Ursuline Secondary School offers a balanced curriculum both at junior cycle and at senior cycle. It offers a good range of programmes, subjects and levels to serve the changing needs of all students and this is commended. The Junior Certificate programme, Leaving Certificate programme, Leaving Certificate Applied (LCA) programme, Leaving Certificate Vocational Programme (LCVP) and a compulsory Transition Year (TY) programme are all included in the curriculum. The school is planning to introduce the Junior Certificate School Programme (JCSP) in the near future, which will further enhance the wide range of programmes available to students. It would be important to ensure that teachers are facilitated to attend the relevant JCSP in-service which should be of great practical benefit, and that time is made available for student-profiling meetings.

The majority of members of staff are fully qualified to teach their particular subjects. It is recommended, however, that management endeavour to rotate the different levels and programmes among the members of subject teams from year to year, thus ensuring a broad base of expertise among teachers. The school has a policy of ensuring that classes retain the same subject teacher between second and third years and between fifth and sixth years and this provides continuity for students preparing for state examinations. Classes are of mixed ability in all but Irish, English and Mathematics in second and third years and in fifth and sixth years and it is good practice that concurrent timetabling for core subjects allows students to follow the highest level possible for as long as possible and facilitates change of level where necessary.

In junior cycle, besides the eight core examination subjects of English, Irish, Mathematics, History, Geography, Civil, Social and Political Education (CSPE), Religious Education and French, students study Social and Personal Health Education (SPHE), Physical Education and Information Technology. Optional subjects at junior cycle include Science, Business Studies, Music, Art, German and Home Economics. First-year students sample all subjects so that they can make an informed choice for the Junior Certificate optional subjects at the end of first year. While this is good practice, some members of staff expressed the view that the large number of subjects on offer was very challenging for some first-year students. It may be timely for members of staff to revisit the length of the ‘taster’ period and investigate the possibility of having a shorter ‘taster’ programme.

At senior cycle, subjects offered include the core subjects of Mathematics, English, Irish and French, together with the options of Art, Music, History, Geography, German, Business Studies, Accounting, Home Economics, Biology, Physics and Chemistry. Non-examination subjects include Religious Education, Physical Education, RSE and IT. Students who have the relevant subject combination take the Leaving Certificate Vocational Programme (LCVP) link modules in 5^th and 6^th years.

Timetabling for the different subject areas is, on the whole, appropriate. Double periods are provided for practical subjects although it was recommended in a recent Physical Education inspection report that the practice whereby Physical Education forms part of a rotation with RSE and Career Guidance in sixth year be reviewed, so as to guarantee timetabled provision in Physical Education for all students each week. It is commended that the same recommendation regarding TY has been implemented and that all TY students now have a double period timetabled for Physical Education throughout the year. It was noted that the inclusion of a large number of subjects in the first-year ‘taster’ programme has resulted in shorter contact time for subject areas and this can cause difficulty in some subjects. It has been recommended in the mathematics subject inspection report that management increase the time allotted to the teaching of Mathematics in junior cycle, as four periods in first, second and third year is considered insufficient provision.

A well-established Transition Year programme, which is committed to the development of the whole student and incorporates work experience, career education and personal and social development, is in place. All students participate in TY, except for a small number of students who, because LCA is offered on a two-yearly basis, progress straight from junior cycle to the LCA programme. The HSCL member of staff has responsibility for the co-ordination of TY as well as her other duties, and her contribution to the success of the programme within the school is applauded. She is helped in this by another member of staff who, as part of her post-holder duties, oversees the work experience for TY students. Members of staff help share the workload of visiting the students when on work experience and it is evident that there is good whole-staff support for the programme. It is suggested that it would be beneficial for the TY team to have some formal scheduled meeting time during the year as it can be quite difficult for the co-ordinator to meet with all the members of staff involved in the programme and to disseminate information on a regular basis. It is also suggested that the school’s programme co-ordinator could have some involvement in the organisation of the TY programme.

Modules included in the varied TY programme include: public speaking; computers (where all students have the opportunity of doing either the ECDL or a FETAC-accredited IT course); Young Social Innovators (YSI); the Junior Achievement Company programme; Gáisce (the President’s Award); drama; music appreciation; ab initio Italian; film studies, drivers’ theory test; Drive for Life programme; local history; art appreciation; personal development; environmental studies; Young Enterprise; hill walking; golf; rowing; a Public Access to Law day; a mental health workshop and a grooming workshop. Other activities include a trip to an outdoors pursuits centre and a school musical which is produced every second year. The TY curriculum content for guidance includes personal and social development such as career investigation, planning for work experience, students’ post-work experience report, preparation of a curriculum vitae and input on attitudes, personal characteristics, values and personal skills. Contact with external agencies includes the school bank, visiting speakers, equality workshops, fundraising for charities, community care, third-level workshops and courses such as participation in the UCC Plus programme. As part of the Kenyan Immersion Programme, eight students will visit Kenya next June to see the work of the Ursuline sisters there and the school is also involved in a twinning project with the Amawale School in South Africa.

The TY programme is evaluated at the end of every year by both parents and students, thus informing planning for the following year. This is excellent practice. Teachers are to be highly commended for providing such a wide range of experiences and activities for their TY students. During the evaluation, some TY activities, such as an equality workshop, Young Social Innovators and rehearsals for the musical, The Boyfriend, were observed by the team of inspectors and it was evident from students’ enthusiasm that they were thoroughly enjoying and benefiting from these activities.

Subject choices for the Leaving Certificate examination are made during third year, which is unusual, given that part of the content of TY is aimed at providing students with an opportunity to look at their particular skills and relate them to different career options. As has been mentioned in some of the subject inspections reports, the content of the TY programme for the core subjects may be influenced by the fact that students have made their Leaving Certificate subject choices prior to the year and there could be a tendency to rely too heavily on examination material. This should be avoided in order to ensure that the teaching and learning in TY are in line with the ethos of the programme, where a different range of teaching approaches to promote experiential learning and student autonomy is encouraged. It is suggested, therefore, that the situation whereby students make their choices for Leaving Certificate during third year be reviewed.

The school’s appointed programme co-ordinator is responsible for the LCA programme within the school. There are currently nine students in the second year of the programme. In line with Department of Education and Science guidelines, time is provided on the teacher’s timetable for the co-ordination of programmes within the school. As the co-ordinator has just been recently appointed she has not been able to attend relevant in-service relating to the co-ordination of LCA and fully intends to do so at the first opportunity. This is strongly encouraged. An important part of her work should be to ensure that teachers new to LCA are informed and encouraged to attend subject specific in-service courses which are provided annually by the Shannon LCA Support Service. Issues relating to the pastoral care of LCA students fall within the co-ordinator’s remit. A new system of rewarding punctuality through a class punctuality reward card was introduced recently and has resulted in improved punctuality among students. Those who wish to take the LCA programme apply for inclusion in the programme and selection is through an interview process, to ensure that students are suitable for, and will benefit from, the programme. This is good practice. An open night is held every year to give parents information about the programme.

The LCVP is well established in the school. Three teachers are involved in teaching the LCVP link modules and work in close collaboration. As no LCVP co-ordinator has been assigned the LCVP teachers fulfil this role. As it is recommended practice that a designated person be appointed to co-ordinate the LCVP programme, it is suggested that either the school’s overall programme co-ordinator take over some of the responsibilities of co-ordinating the LCVP programme or that one of the LCVP teachers be given some time allowance for the co-ordination of the programme. LCVP students do not at present undertake work experience or work shadowing as part of Link Module One, Preparation for the World of Work. As specified in the LCVP Guidelines: ‘students should … participate in a work experience or work shadowing placement’ and that ‘the minimum time a student should be involved in work-related activities outside the school is five days’, it is therefore recommended that, as part of the LCVP programme, students undertake at least five days of work experience or work shadowing with preparation, monitoring and de-briefing. Commendably, all LVCP teachers attend in-service regularly, which ensures that they are fully aware of latest developments. Numbers taking LCVP are good, as all students with the required subject choices take the programme. Some parents expressed the wish that they would have liked their daughters to take the programme but as they did not have the required subject combination they were precluded from doing so. While it is good practice for students to make subject choices for Leaving Certificate before deciding on whether or not to take the LCVP, this would suggest that perhaps more information should be available for parents regarding LCVP subject choices. The link modules are timetabled against Physics this year and those not studying either subject are provided with computer classes. This is encouraged as it is good practice to ensure that those not taking the programme are provided with class contact time. Links with the local community are good and visiting speakers are regularly invited in to give presentations to the students. As part of their enterprise module, students spend a day at Ballymaloe Cookery School and the school also participates in the Business in the Community ‘Skills at Work’ programme. Students have visited the Mahon Resource Centre as part of the local area project. The teachers involved in teaching the programme have been using team teaching to maximise their expertise and this is commended and encouraged. LCVP classes are timetabled for the computer room so that IT access for students is not a problem.

3.2 Arrangements for students’ choice of subjects and programmes

Students choose their subjects for the Junior Certificate examination at the end of first year. As previously mentioned, choices for the Leaving Certificate examination are made during third year. Comprehensive information is given to students at both junior cycle and senior cycle regarding the availability of subjects and the implications of such choices. Booklets outlining subject options are given to both first-year and third-year students. The booklet for third-year students outlines the potential impact subject choices have and the possible careers related to certain subjects. Individual advice is available from the guidance counsellor, subject teachers and year heads. The guidance counsellor has input in third year, giving information regarding subject choices to each class. Parents can contact teachers by making an appointment to meet them individually if necessary. Option bands at both junior and senior cycle are structured in response to surveys conducted each year to ensure that the needs of the majority of students are met, which is good practice. It is suggested that the possibility of having an open evening for parents regarding senior cycle choices should be revisited.

All students have access to all programmes and subjects in the school. One or two students in the past, because of their specific learning needs, have had modified timetables and this was largely dependent on parental wishes and following professional advice. Information nights regarding the TY and LCA programmes are provided for parents. The guidance counsellor has timetabled contact time with all senior classes.

3.3 Co-curricular and extracurricular provision

Great credit is due to members of staff for their energy and commitment in providing all of the co-curricular and extracurricular activities available to students in the school. The long list of extracurricular activities ranges from a variety of sports such as hockey, tennis, basketball, athletics, camógie and table tennis, to drama, musicals, concerts, a lunchtime chess club, public speaking and debating, participation in competitions such the recent robotics competition, science, mathematics and cookery competitions. Students’ achievements in these activities over the years are many and varied, and the fact that the school recognises and celebrates all of these achievements, both at an annual awards night and at morning assembly is highly commended. Co-curricular activities include visits to theatres, art galleries, the French film festival, careers fairs, hosting international cultural guests such as the Shanghai Opera Troupe, drama workshops, participation in community liturgical celebrations, retreats, study workshops, charity work, trips to outdoor education centres and other subject-related field trips and visits. It is reported that the sporting teams are doing particularly well at the moment and recently students involved in the robotics competition were featured on an RTÉ programme. Successful participation in a myriad of science competitions has been achieved by students over the years and links with UCC and CIT have provided further co-curricular opportunities. The contribution of members of staff in providing this range of extracurricular and co-curricular activities is highly commended. During the evaluation it was evident that students were both benefiting from and enjoying the opportunities provided for them.

First-year students take part in an annual Christmas concert and students partake in liturgical events in the local parish church which is located near the school. Music plays an important role in the life of the school. The school has a long tradition of producing musicals of a high standard and, every second year, produces a musical which is very well attended. This year all of the students in TY, together with first-year students, are involved, in some capacity, in the production of The Boyfriend. The display of posters and photos of past musicals outside the music room shows the important role such musical productions have played throughout the school’s history.

It is of benefit to both school and the community that the school’s facilities are used regularly outside school hours by local clubs and sports associations and this has also provided more opportunities for the students themselves to partake in these extra activities.

4. Quality of learning and teaching in subjects

4.1 Planning and preparation

The specific subjects evaluated as part of this whole-school evaluation process were: Home Economics; Irish; Mathematics; Physical Education and Special Educational Needs. Further reference to the whole-school provision for students with special educational needs is made in Section 5 of this report which deals with supports for students.

Subject plans have been prepared for all subjects evaluated and in most subject areas there is evidence of a very good collaborative approach to the subject planning process. In most of the subject areas, the high quality of long-term planning was commended. The openness of staff to the sharing of resources and ideas was also commended in some subject areas and further development of this is encouraged. In other cases it was recommended that a list of resources be included in the subject-department file and that such resources be available to all teachers.

There was evidence of much thought and effort in the preparation of subject plans, particularly in the subjects where planning documentation included strategies for the inclusion of students with special educational needs, teaching and learning strategies and current and future learning outcomes. Of particular note, in one instance, was the practice of individual teachers compiling class profiles which included details of students with additional educational needs, student ability, a class-specific homework policy and reflection on students’ performance in assessment. Such attention to the individual needs of learners merits special mention. Particular reference was made in one report to the fact that, while the plan was a working document, there was inbuilt flexibility to respond to specific students’ needs as they arose. Again, this is good practice and reflects the emphasis on the individual learner. In most subject areas the need to further develop planning for students with special educational needs was specified. It was also recommended that planning time be used to promote and share good practice. Subject planning meetings take place at the beginning of the year and informally thereafter. The commitment of teachers to informal planning was noted in several subjects and, as previously mentioned, it was noted that a difficulty can arise at the designated formal planning time where an individual teacher may be required to attend two meetings which are convened at the same time.

Individual lesson planning was of a high quality and very comprehensive in many areas. It was noted that planning took cognisance of students’ levels and abilities. Lesson plans provided for a variety of teaching methodologies and the level of creativity employed by some teachers during the evaluation was particularly commended. In most subject areas, it was recommended that an exploration of a greater diversity of teaching methods and learning activities form part of any future review of the TY programme. It was also recommended that, as a means of further enhancing the learning and teaching experience, evaluation become an integral component of the subject planning process.

Workshops relevant to classroom practice have been organised with a view to raising whole-staff awareness of the needs of learners. Significant emphasis has been placed on a whole-school approach to developing literacy, and cross-curricular initiatives are reported to have been of considerable benefit to both staff and students. A clear statement of the roles and responsibilities of teaching staff with regard to students with special educational needs as well as clarification regarding teacher access to relevant student information would greatly enhance support offered to students with special educational needs.

4.2 Learning and teaching

For the purposes of this evaluation, five inspectors visited a combined total of thirty lessons in the subject areas outlined earlier in this report. Each inspector commented on the positive atmosphere and high-quality learning environment which was created by the teachers’ attention to fostering good relationships with their students and, where applicable, by the manner in which teachers arranged and decorated their base classrooms. The provision of such teacher-based classrooms clearly impacts positively upon the quality of learning and teaching in the school. It is recommended that the practice of encouraging all students to contribute to the physical environment by displaying their work continue to be fostered wherever possible, as this in turn can have a positive influence upon students’ self-esteem and upon their sense of belonging. Subject reports referred to the high levels of student interest and engagement during lessons. Overall, students were attentive, well behaved and responded well. Classroom management overall was good, with praise and humour being judiciously used at various times. The teachers’ affirmation of students’ efforts was commended.

The overall quality of learning and teaching observed by inspectors was deemed to be good and in some cases very good. Lessons were well paced and, in some instances, teachers were particularly commended for the use of creative and innovative teaching methodologies. Best practice was where a wide range of methodologies was utilised. Some lessons availed of co-operative and active learning strategies to good effect. Such activities were seen to have many advantages and facilitated not only teachers to support individual learning, but also allowed students to support each other’s learning. It is recommended that the benefits and the implementation of such activities be incorporated into future subject planning discussions. Lessons were deemed to be purposeful and in accordance with the respective subjects’ syllabuses. Clarity of purpose was to the fore in all classes visited and in many instances the learning outcomes were shared with students at the outset of the lesson. Further development of this is encouraged. Homework was often used as a means of focusing students’ attention at the commencement and towards the end of the lesson. Such good practice allowed students to be aware of both the learning outcomes achieved to date and the immediate goals ahead.

A range of resources was in evidence, with the good use of overhead projectors, whiteboards, prepared handouts, graphic organisers and demonstration of the required skills providing a framework for many lessons. Teachers often used a variety of questioning techniques to good effect, availing of higher-order and lower-order questions. A notable feature of some lessons was the manner in which teachers took time to engage with, and listen to, students. Such good practice had a positive influence on how students listened to one another and responded to other students’ efforts. In some lessons the quality of questioning from students was duly noted. The promotion of greater student participation and student self-reflection was encouraged in some subject areas.

Students’ achievement was deemed to be good in most of the subjects inspected. Learning was often demonstrated by the quality of students’ written work and by the oral answers given to questions framed by their teachers.

Given the quality of learning and teaching observed, it is recommended that due consideration be given by all staff as to how the good practice witnessed during the evaluation could be further shared within and across subject areas.

4.3 Assessment

A range of assessment modes is utilised in order to determine students’ progress and achievement in each of the five subjects evaluated. As well as Christmas, summer and pre-state examinations, teacher observation, oral questioning and class-based assessment are used to help determine students’ advancement and attainment. Generally speaking, and where relevant, provision has also been made for assessment modes which seek to evaluate students’ attainment in all examinable components of a syllabus, be they students’ written, oral, project, journal or practical work. It is recommended practice to include the formal assessment of all examinable components, including oral and practical assessment where relevant, across all year groups. As appropriate, due recognition is given to each of these components in the marks that are awarded to students at key times during the school year. This comprehensive approach to assessment is commended. It was noted that one subject department’s approach to assessment has been formalised in a subject-specific assessment policy. This work is highly praised.

During the formal, in-house examinations, in so far as is possible, common assessment papers are issued to all students of a particular year group or a particular level. This practice is further encouraged. The outcomes of each assessment, formal or class-based, are systematically recorded by teachers in their diaries. In addition, records relating to attendance, participation and behaviour are also maintained. It is suggested that, where not already practised, students’ completion of and achievement in homework exercises also be recorded. Records maintained inform feedback provided to parents at the annual parent-teacher meetings and via the school reports. Individual appointments with teachers can also be arranged. In some subjects, parents are requested to sign corrected examinations. It was noted from attendance records reviewed as part of the subject inspections that absenteeism is quite significant amongst some students in a number of classes. This is an area that might benefit from further examination at whole-school level. .

The standardised tests administered to incoming first-year students are currently being reviewed. The review should take cognisance of how testing might inform teaching and support learning. Consideration should also be given to how the school shares this information with colleagues. The school is encouraged to examine the benefits of using standardised tests to retest students in their second year. Where Reasonable Accommodations in Certificate Examinations (RACE) are sanctioned, it is recommended practice that students are facilitated in becoming familiar with the relevant accommodations provided by accessing these when they sit school-based examinations. It is reported that in the recent ‘mock’ examinations students requiring RACE were thus accommodated.

Homework was assigned in most of the lessons observed. It was clear from an examination of some students’ copybooks that, in the main, written homework is assigned on a regular basis. Where this was not the case a more regular and consistent approach to the assignment of homework is recommended. It is also suggested that, as a number of students are not completing the work assigned as homework, this might be an area which would benefit from some whole-staff discussion and exploration. It is recommended that the preparation of a homework policy may help to address this problem and could also explore various approaches to the monitoring of homework. Monitoring of students’ homework was largely in evidence, although in one or two instances a more regular monitoring of homework is recommended. Inspection reports noted that some comment-based marking was in evidence and further development of this good practice is encouraged as this provides critical feedback to students, allowing for self-correction and an opportunity for positive reinforcement.

5. Quality of support for students

5.1 Inclusion of students with additional educational needs

This section of the report refers to whole-school provision for students with special educational needs. The appended inspection report on Special Educational Needs contains an evaluation of the teaching and learning observed during the evaluation.

The school has responded in a variety of ways to meet the increased diversity of students presenting with special educational needs and, as previously mentioned, is to be commended for having facilitated whole-staff professional development in this area. Improved procedures have been developed for identifying and planning for students with special education needs. A considerable number of students with a wide range of needs are enrolled in the school, including students identified with low-incidence and high-incidence disabilities, students with learning-support needs and students requiring English language tuition. The participation and achievements of students with special educational needs in state examinations is a source of pride for all concerned. The school is mindful of meeting the needs of students who are deemed exceptionally able and gifted and has ensured that they have access to relevant workshops organised by UCC and DCU.

In the current year the school has access to a total weekly allocation of 2.45 whole-teacher equivalents (WTE) to support students with special educational needs. Resource hours are targeted at students in junior cycle only. At present, over half of the teaching staff is engaged in supporting students with special educational needs, mostly in the form of small-group and individual withdrawal. Some of this support is determined by allocating identified students to established teachers whose classes were being taught by PGDE students and can be determined by teacher availability from year to year. It is, therefore, strongly recommended that the school prepare and maintain a detailed register of all students with special educational needs which should include details of how their hours are allocated, the modes and personnel involved in interventions and the progress students make. It is further recommended, in order to maximise the effective use of the allocated provision, that all known resource hours are factored into the timetable at the time of its construction. This will allow for a core support team of teachers to operate a more cohesive and consistent programme of interventions. A planned regular meeting time for this core support team would also be of benefit.

Three full-time special needs assistants (SNAs) have been assigned to the school and their good work and dedication is commended. It is important to clarify that special needs assistants should not be engaged in one-to-one teaching, but are appointed to assist with non-teaching duties. Their main focus is to facilitate students in accessing, participating and benefiting from engagement in the mainstream classroom with their peers. Where students are withdrawn from class, it is recommended that such students be assigned a teacher to support their learning.

A member of staff is responsible for collating and keeping data on students with special educational needs and liaises with the principal and other members of staff. No member of the school teaching staff has a specific qualification in special educational needs and the school does not have an appointed co-ordinator of special educational needs. While acknowledging that members of staff are visibly caring and supportive of all students and that many good informal lines of communication exist between staff members, in light of the range and diversity of special needs presenting, greater co-ordination of provision for students with special educational needs is required. It is strongly recommended that the school access specific training for a member of the teaching staff in the school, so as to co-ordinate the allocated provision and to support colleagues in their work. As the mainstream teacher is central to allowing students with special educational to access, participate in and benefit from the learning experiences provided by the school, the school is encouraged to consult the website of the Special Education Support Service (SESS) www.sess.ie, where whole-staff professional development and classroom resources can be accessed. The school is also encouraged to examine the benefits of team-teaching as a mode of delivery for students with special educational needs, as promoting inclusive practice while also enhancing the learning opportunities for identified students.

The appended inspection report on Special Educational Needs echoes the previously mentioned recommendation that a dedicated resource room be provided in the school, so that students’ work can be displayed, resource materials can be stored and accessed, ICT facilities can be easily availed of and relevant information can be filed, accessed and stored securely.

As has been previously mentioned in Section 1 of this report, it is recommended that, as part of the collaborative school planning process, the school give priority to formulating policies and procedures pertaining to students with special educational needs. The DES publication Inclusion of Students with Special Educational Needs Post-Primary Guidelines (2007) should further inform the development of such policies. It is also recommended that the school adopt agreed procedures on how teachers can best access and communicate relevant student information that informs teaching and learning. Further suggestions regarding policy development in this area are to be found in the inspection report on Special Educational Needs.

Good support strategies are in place to facilitate the full participation of all students in the life of the school. It is evident that the school is very supportive of students from disadvantaged backgrounds. Financial support for uniforms, shoes, books and other necessities is sensitively managed by the principal in conjunction with the local St. Vincent de Paul Society. The HCSL member of staff maintains regular contact and communication with other schools in the community through a cluster group, thus building up a good awareness of students’ needs. The teaching staff and visiting psychologists provided by the SCP provide excellent support not only for those students in the programme but also for their families. Other supports for students include a visiting teacher for travellers (VTT) and a teacher who is employed by the school on a part-time basis to teach students from the travelling community. A book-leasing scheme involving about half of the subjects on offer in junior cycle is organised by the school and this is helpful in lessening the costs for parents in general. Subsidised after-school study is available on four days per week and, where appropriate, this fee is waived. The school participates in the UCC Plus programme which is aimed at providing a wide range of supports to students from disadvantaged backgrounds. It is recommended that the school develop and document a poverty-proofing statement in order to put the very good strategies which are in place for students from disadvantaged backgrounds into writing.

There are at present six newcomer students who require English language tuition. It is reported that three teachers who have TEFL training are involved in teaching English to these students. It is recommended that members of staff involved in teaching these students make contact with Integrate Ireland Language Training (IILT) at www.iilt.ie with a view to accessing very useful teaching resources specifically designed for the teaching of English as an Additional Language (EAL) in post-primary schools.

5.2 Guidance and student support in the whole-school context

The school has a fully trained guidance counsellor on the staff who, commendably, is proactive in maintaining her professional skills through ongoing professional development. The school has been allocated .59 whole-teacher equivalents (WTE) for the purposes of providing guidance to students. It is unclear how this guidance allocation is being utilised as it would appear from a study of the school’s timetable that only about half of this allocation is actually timetabled for guidance provision. It is therefore recommended that the roles and functions of the guidance counsellor, together with the hours allocated to group or class contact, individual students and other support activities be clearly defined. It is important to ensure that the full allocation is used entirely for guidance provision. It is, however, acknowledged that the limited time available is put to good use by the guidance counsellor who endeavours to address students’ guidance needs as best she can within the time constraints.

The school has a good primary/post-primary transfer programme in place. An open evening is organised for parents and students of sixth class. Induction for first-year students is good and includes information meetings, supporting documentation including an attractively presented customised handbook outlining all aspects of the life of a first-year student, an induction workshop at the start of year and a series of workshops during first term. The guidance counsellor meets all first-year students individually to explain her role and to ensure that they know help is available if needed. Incoming first-year students are assessed and ongoing monitoring of students’ classroom performance is carried out via feedback from teachers throughout first year, which is good practice. The standardised testing of incoming first-year students is administered by the guidance counsellor who then colour-codes data for colleagues. A review of these standardised tests is ongoing, and it is suggested that this should take cognisance of how best this, and other forms of testing, can inform teaching and support learning. The school is encouraged to examine the benefits of using standardised tests to retest students in their second year, as tracking and presenting students’ progress in literacy and mathematical skills will assist in encouraging and sustaining collaborative efforts by all staff.

Facilities for guidance are good. These include an office with a phone, printer and on-line ICT facilities, a guidance classroom and an information corner outside the room where students can access information booklets and brochures. Students have access to ICT facilities, including Qualifax on line. While guidance provision encompasses personal, social, educational and vocational guidance, the major part of the guidance counsellor’s work comprises vocational guidance at present due to the limited time available. She works closely with TY and sixth-year students to support them in their subject and career choices.

The guidance counsellor collaborates regularly with the HCSL member of staff, the principal and deputy principal. She also liaises with other members of staff on a regular basis and parents can meet her by appointment at any stage throughout the school year. Contact with external agencies is good and is usually made via the principal. Guidance input is timetabled for senior cycle, including TY, and although no regular contact is timetabled for junior cycle classes, occasional guidance input into junior cycle is arranged when relevant. Information and advice in relation to both Junior Certificate and Leaving Certificate subject choices is provided for students. Study-enrichment workshops, as well as anti-bullying and personal development presentations, are made available to students. Guest speakers are invited into the school on a regular basis and trips to career exhibitions, third-level colleges and businesses are organised for students.

As the provision of guidance is a statutory requirement for schools under the Education Act 1998, schools are encouraged to develop a comprehensive guidance plan as part of their overall school development plan. A relatively new draft guidance outline plan has been prepared and will serve as a good basis for a whole-school comprehensive plan. It is recommended that work should commence on a comprehensive guidance policy, linking in with SPHE, religion and special needs. The preparation of the guidance plan, while led by the guidance counsellor, should be a whole-school responsibility. The Guidelines for Second Level Schools on the Implications of Section 9(c) of the Education Act 1998, relating to students’ access to appropriate guidance (DES 2005) provide advice and information on the development of a plan for guidance, emphasising the need to ‘balance the needs of all junior and senior cycle students in a sequential, developmental and comprehensive way, including those with special educational needs, those from minority ethnic groups, members of the Traveller community and those at risk of early school leaving.’ Other useful resources include the NCCA Curriculum Framework for Guidance in Post-primary Schools (2007) and Planning the School Guidance Programme published by the National Centre for Guidance in Education (NCGE) in 2004. Involvement of an SPHE co-ordinator in the guidance planning team is recommended so that any future SPHE plan would link in with, and complement, the guidance plan.

Systems and procedures to provide for the pastoral care of students in the school are good. As previously mentioned, the HSCL member of staff plays a major role in providing for students’ needs through regular liaison with families. Class teachers are assigned to every class and year heads take responsibility for the pastoral care of students in their year groups. A strong commitment to, and genuine concern for, the welfare of their students was in evidence on the part of all staff members. The weekly meeting of the principal and deputy principal with assistant principal post-holders and HCSL member of staff helps to reinforce the support and care for students. It is suggested that the attendance of the guidance counsellor and, when appointed, the special educational needs co-ordinator, at these meetings would enhance the overall provision of care for students. Although the school does not have a chaplain as such, there is evidence that the spiritual welfare of students is well catered for. The religious education (RE) department provides regular RE classes to all year groups, students have access to a meditation room, close links are maintained with the local church and students are involved in liturgical celebrations from time to time. While Catholic in ethos, the school welcomes students from other denominations.

Mention has already been made of the need to document the good practices in place to support the pastoral care of students. It is also suggested that there is a need for clarity in policy documentation regarding the exclusion from class and suspension of students and it is recommended that this be addressed with input from all staff.

6. Summary of findings and recommendations for further development

The following are the main strengths identified in the evaluation:

The Ursuline Secondary School is proud of its educational tradition as the oldest girls’ secondary school in the country.
The new school building provides a bright, airy and attractive learning environment for students and has excellent on-site sporting facilities which are used in the evenings by local community groups.
The Ursuline Secondary School welcomes all students who wish to enrol and is to be commended for adapting to the changing needs of its student cohort over the years.
The trustees play an active role in supporting the school community.
The board of management is appropriately constituted, members are aware of their statutory obligations and have been actively involved in policy development and review.
The principal and deputy principal both show commitment and dedication to their work and, between them, undertake most of the duties involved in managing the school.
The assistant principals and special-duties post holders contribute positively to the life of the school by undertaking a variety of duties effectively.
Whole-staff professional development, with an emphasis on providing practical support for the core activities of learning and teaching, is, commendably, provided on a regular basis.
School management maintains regular contact with relevant external agencies and is proactive in accessing their support for students who need it. As a participant in the School Completion Programme, the school has access to the added support of tutors and psychologists.
The school has a home-school-community liaison (HSCL) member of staff who provides links between school and home and plays an important role in the welfare of students.
The code of behaviour is given to all students and their parents, and widely disseminated within the school and procedures for the recording and monitoring of attendance and punctuality have been put in place. Further development of the school’s positive discipline strategies is encouraged.
The parents’ association is very supportive of the school, is involved in school policy formation and development, and contributes to school life in many ways. The school maintains good contact with the parent body.
Students’ achievements and efforts are applauded through an annual awards night and are affirmed at a daily whole-school assembly.
Members of the fifth-year Meitheal group undergo leadership training and make a valuable contribution to the welfare of younger students in the school.
Members of the student council are to be commended for their commitment and willingness to become involved in school issues and for their support for other students. Suggestions for the inclusion of peer-elected representatives from all year groups are given in the body of this report.

· The school has made great efforts to accommodate students with physical disabilities.

School policy development is an ongoing process and good collaborative work has been carried out in developing subject plans. Input of the whole staff at the early stages of policy development, together with further involvement of students, is encouraged.
Management has formally adopted the Child Protection Guidelines for Post-primary Schools and designated a DLP.
A balanced curriculum is provided at both junior and senior cycles, offering a good range of programmes, subjects and levels to serve the changing needs of students. The rotation of subject levels and programmes among subject teachers is encouraged.
Teachers are highly commended for providing such a comprehensive range of co-curricular and extracurricular activities.
A well-established TY programme, which is committed to the development of the whole student and incorporates a wide range of experiences and activities, is in place.
Good links have been established with the local community.
In all subjects evaluated, lesson planning was of a high quality and the teaching and learning was deemed to be good and, in some instances, very good. The openness of staff to the sharing of resources and ideas is commended and encouraged.
Co-operative and active-learning strategies were used to good effect. Further development of these is greatly encouraged.
Teacher-based classrooms and good classroom management enhanced the positive learning environment, and very good student-teacher rapport was in evidence. Students were engaged and responded well in class.
Overall, students’ achievement was good in the subjects evaluated.
Comprehensive assessment of students’ progress and recording procedures are in place, with results and progress reports communicated to parents.
Members of staff are visibly caring and supportive of all students. Systems and procedures for the pastoral care of students are good.
Timetabled weekly meetings of year heads, HSCL, principal and deputy principal are held to discuss student issues. Inclusion of the guidance counsellor, and special educational needs co-ordinator when in place, at these care team meetings is recommended.
The school has put in place strategies to support students from disadvantaged backgrounds.
The guidance counsellor endeavours to address students’ guidance needs as much as possible within the time constraints.

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

It is recommended that the board consider issuing an annual report to parents, staff and students on the operation and performance of the school in any school year, with particular reference to the achievement of objectives as set out in the school plan.
While good informal lines of communication exist between staff members, a review of the effectiveness and clarity of overall communications within the school is recommended.
It is recommended that the role which members of the teaching staff, and in particular that of middle management, can play in helping to achieve the aims of the school be prioritised for discussion. Greater input of the whole staff into decision-making processes would benefit the future development of the school.
It is recommended that an annual review of post-holders’ duties be carried out to ensure that the changing needs of the school are being met.
The wording of the school’s admission policy should be reviewed in the light of the EPSEN Act (2004).
It is recommended that management look at the possibility of providing more designated time during the school year for the purpose of furthering the planning process.
There is a need for clarity in policy documentation regarding the exclusion from class and suspension of students. Where students are withdrawn from class it is recommended that such students be assigned a teacher to support their learning.
Care should be taken that the teaching and learning in the core subjects in TY are in line with the ethos of the programme, where the promotion of experiential learning and student autonomy is encouraged.
It is recommended that student taking the LCVP link modules fulfil the requirement to spend at least five days engaged in a period of work experience or work shadowing.
It is recommended that an LCVP co-ordinator be assigned with some time allowance for the co-ordination of the programme. It is also recommended that the School Programme Co-ordinator have some input into the LCVP and/or TY programmes as well as the LCA programme.

· Recommendations for the further development of the use of ICT in teaching and learning are given in the body of this report.

It is strongly recommended that the school prepare and maintain a detailed register of all students with special educational needs which should include details of how their hours are allocated, the modes and personnel involved in interventions and the progress students make. It is further recommended, in order to maximise the effective use of the allocated provision, that all known resource hours be factored into the timetable at the time of its construction.
It is recommended that the school provide a dedicated special educational needs room where teaching can be carried out without interruptions and a bank of teaching resources can be stored and shared among the team of teachers.
It is strongly recommended that the school access specific training for a member of the teaching staff in the school, so as to provide greater co-ordination of provision for students with special educational needs and to support colleagues in their work.
Urgent priority should be given to the preparation and ratification by the board of policies relating to students with special educational needs, whole-school guidance and pastoral care, involving collaboration of all the partners.
It is recommended that the roles and functions of the guidance counsellor, together with the hours allocated to class contact, individual students and other support activities, be clearly defined. It is important to ensure that the full allocation is used entirely for guidance provision.

Post-evaluation meetings were held with the staff and board of management when the draft findings and recommendations of the evaluation were presented and discussed.

7. Related subject inspection reports

The following related Subject Inspection reports are available:

Subject Inspection of Home Economics – 23/24 January 2008
Subject Inspection of Gaeilge – 21/22 January 2008
Subject Inspection of Mathematics – 6 December 2007
Subject Inspection of Physical Education – 17 May 2007
Subject Inspection of Special Educational Needs – 23/24 January 2008

Published, June 2008